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Personal, Social and Vocational Outcomes of Inclusive University for People With Intellectual Disability.

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Názov: Personal, Social and Vocational Outcomes of Inclusive University for People With Intellectual Disability.
Autori: O'Donovan MA; Centre for Disability Studies, The University of Sydney, Susan Wakil Health Building-D18, Level 7, Western Avenue, The University of Sydney, Sydney, New South Wales, Australia., Wedgwood N; Sydney School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, Australia., Westermann G; Centre for Disability Studies, The University of Sydney, Sydney, Australia., Rillotta F; Disability and Community Inclusion, College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia., Aitken T; Medicine and Health Team, Academic Services, The University of Sydney Library The University of Sydney, Sydney, Australia.
Zdroj: Journal of intellectual disability research : JIDR [J Intellect Disabil Res] 2025 Dec; Vol. 69 (12), pp. 1448-1473. Date of Electronic Publication: 2025 Sep 28.
Spôsob vydávania: Journal Article; Scoping Review
Jazyk: English
Informácie o časopise: Publisher: Blackwell Scientific Publications on behalf of the Royal Society for Mentally Handicapped Children and Adults Country of Publication: England NLM ID: 9206090 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2788 (Electronic) Linking ISSN: 09642633 NLM ISO Abbreviation: J Intellect Disabil Res Subsets: MEDLINE
Imprint Name(s): Original Publication: Oxford, UK : Blackwell Scientific Publications on behalf of the Royal Society for Mentally Handicapped Children and Adults, 1992-
Výrazy zo slovníka MeSH: Education of Persons with Intellectual Disabilities* , Intellectual Disability*/rehabilitation , Intellectual Disability*/psychology , Mainstreaming, Education* , Persons with Intellectual Disabilities*/psychology , Students*/psychology, Humans ; Employment ; Personal Autonomy ; Self Concept ; Social Skills ; Universities
Abstrakt: Background: Though people with intellectual disability have historically been excluded from university education, over the past three decades programmes facilitating the inclusion of people with intellectual disability in higher education, including university, have been developed in some jurisdictions such as the United States, Canada, Ireland, Europe and Australia. There is limited examination of the full range of potential outcomes for students with intellectual disability participating in such programmes. Such research rarely explores barriers and facilitators in relation to particular programme models and the achievement of the potential outcomes. The current study set out to examine the range of outcomes associated with inclusive university programmes, with a particular focus on autonomy, self-confidence, inclusion and employment.
Method: For this scoping review, six academic databases were searched using broad search terms. Forty-five studies meeting our inclusion criteria were subjected to quality assessment to ensure only high-quality evidence informed data analysis. Twenty-two studies were included in the final review, from which data were extracted to answer our research question.
Results: Students were reported to achieve outcomes related to employment, confidence, autonomy and social skills. Factors reported as either facilitating or impeding positive personal, vocational and/or socio-emotional outcomes for students with intellectual disability participating in inclusive university programmes included accessibility, expectations, supports, attitudes and acceptance, pedagogy and programme design.
Conclusions: Programmes that provide individualised support for the inclusion of people with intellectual disability in university life led to primarily positive outcomes for people with intellectual disability. We argue that a whole-of-university approach to supporting full and genuine inclusion of students with intellectual disability is needed and we provide recommendations for research and practice.
(© 2025 The Author(s). Journal of Intellectual Disability Research published by MENCAP and John Wiley & Sons Ltd.)
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Grant Information: National Disability Research Partnership; Department of Social Services, Australian Government
Contributed Indexing: Keywords: college; higher education; inclusive education; intellectual disability; outcomes; postsecondary education; university
Entry Date(s): Date Created: 20250928 Date Completed: 20251103 Latest Revision: 20251202
Update Code: 20251202
PubMed Central ID: PMC12580482
DOI: 10.1111/jir.70042
PMID: 41016861
Databáza: MEDLINE
Popis
Abstrakt:Background: Though people with intellectual disability have historically been excluded from university education, over the past three decades programmes facilitating the inclusion of people with intellectual disability in higher education, including university, have been developed in some jurisdictions such as the United States, Canada, Ireland, Europe and Australia. There is limited examination of the full range of potential outcomes for students with intellectual disability participating in such programmes. Such research rarely explores barriers and facilitators in relation to particular programme models and the achievement of the potential outcomes. The current study set out to examine the range of outcomes associated with inclusive university programmes, with a particular focus on autonomy, self-confidence, inclusion and employment.<br />Method: For this scoping review, six academic databases were searched using broad search terms. Forty-five studies meeting our inclusion criteria were subjected to quality assessment to ensure only high-quality evidence informed data analysis. Twenty-two studies were included in the final review, from which data were extracted to answer our research question.<br />Results: Students were reported to achieve outcomes related to employment, confidence, autonomy and social skills. Factors reported as either facilitating or impeding positive personal, vocational and/or socio-emotional outcomes for students with intellectual disability participating in inclusive university programmes included accessibility, expectations, supports, attitudes and acceptance, pedagogy and programme design.<br />Conclusions: Programmes that provide individualised support for the inclusion of people with intellectual disability in university life led to primarily positive outcomes for people with intellectual disability. We argue that a whole-of-university approach to supporting full and genuine inclusion of students with intellectual disability is needed and we provide recommendations for research and practice.<br /> (© 2025 The Author(s). Journal of Intellectual Disability Research published by MENCAP and John Wiley & Sons Ltd.)
ISSN:1365-2788
DOI:10.1111/jir.70042